Error analysis and language comparison as teaching strategies for German as a foreign language in a South African context

• Authors: Anne Baker
• Languages of publication: EN

Abstracts

EN

Since 2015 there has been increased protest action by students at South African universities. One of the issues is decolonizing the curriculum. Academics have been re-thinking the curricula of various academic offerings. Recognizing the African heritage of students studying German could be in the form of comparing the first language (L1) of black African learners with German in order to facilitate learning the target language (TL). Specific examples of similarities and differences between German and Zulu are addressed in this article.

Keywords

EN

German; Zulu; first language; target language; error analysis

• Publisher: Polskie Towarzystwo Pedagogiczne
• Journal: Problemy Wczesnej Edukacji
• Year: 2017
• Volume: 13
• Issue: 2(37)
• Pages: 103-110

Dates

issued

2017-06-30

Contributors

author

Anne Baker

• University of Johannesburg

References

• 1. Baker J.M.A. (2011), Apples and pears- German and Zulu. Teaching German as a foreign language with specific reference to Zulu-speaking learners. Saarbrücken, Lamberts Academic Publishing.
• 2. De Graaff R. (1997), Differential effects of explicit instruction on second language acquisition. Utrecht, VrijeUniversiteit.
• 3. Köberle B. (1998), Positive Interaktion zwischen L2, L3 und L4 und ihre Applikabilität im Fremdsprachenunterricht. In: B. Hufeisen und B. Lindemann, Tertiärsprachen. Theorien, Modelle, Methoden. Tübingen, Stauffenburg.
• 4. Mahlig M. (2003), Zulu. In: U. Hirschfeld. Phonetik International: von Afrikaans bisZulu;kontrastive Studien für Deutsch als Fremdsprache. Available at http://www.heidrun-popp.de. Accessed in August 2004.
• 5. Sarter H. (1991), Sprache, Spracherwerb, Kultur. Das Beispiel der Migrantenkinder in Frankreich. Tüngen, GüntherNarr.

Identifiers

ISSN

1734-1582; e-ISSN 2451-2230

DOI

10.5604/01.3001.0010.5582